International Journal of Teaching and Learning in Higher Education
IJTLHE
International Journal of Teaching and Learning in Higher Education
IJTLHE
International Journal of Teaching and Learning in Higher Education
IJTLHE
International Journal of Teaching and Learning in Higher Education
IJTLHE
International Journal of
Teaching and Learning in Higher Education

The International Journal of Teaching and Learning in Higher Education (ISSN 1812-9129) provides a forum for higher education faculty, staff, administrators, researchers, and students who are interested in improving post-secondary instruction. IJTLHE provides broad coverage of higher education pedagogy and the Scholarship of Teaching and Learning (SoTL) across diverse content areas, educational institutions, and levels of instructional expertise.

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Journal Information
Description

The official journal of the International Society for Exploring Teaching and Learning (ISETL), IJTLHE is the first open source journal addressing teaching and learning in higher education. The journal's first issue was in 2005. All manuscripts submitted to IJTLHE should be in accordance with the journal’s purpose - to encourage the study, development, application, and evaluation of higher education pedagogy.

Coverage

2005-present (Vol. 17, No. 1 - current)
ISETL published Connexions from 1988-2002 (Volumes 1-14) and Explorations in Teaching and Learning from 2003-2004 (Volumes 15-16).

ISSN

1812-9129

Subjects

Teaching, Learning, Pedagogy, Education, Higher Education

Indexing

The following list contains the indexing services that provide coverage of the International Journal of Teaching and Learning in Higher Education. This level of indexing provides millions of teachers, researchers, students, and administrators with access to IJTLHE published articles.

  • Cambridge Scientific Abstracts
  • ERIC
  • EBSCO
  • Google Scholar
  • MSN
  • OCLC
  • Ovid
  • ProQuest
  • SilverPlatter
Executive Editor(s)
Peter Doolittle (ijtlhe.editor@gmail.com)
Professor, Educational Psychology
Virginia Tech, Blacksburg, VA United States
C. Edward Watson (watson@aacu.org)
Associate Vice President for Quality, Advocacy, and LEAP Initiatives
Association of American Colleges and Universities (AAC&U), Washington, DC United States
Managing Editor(s)
Senior Associate Editor(s)
Susan Copeland (susancopeland@clayton.edu)
Professor of English
Clayton State University, Morrow, GA United States
Sharon Gilbert (sgilbert13@radford.edu)
Assistant Director, School of Teacher Education and Leadership
Radford University, Radford, VA United States
Photo Editor(s)
Martin Springborg (Martin.springborg@hennepintech.edu)
Director, Teaching and Learning
Inver Hills Community College, Inver Grove Heights, MN United States
Associate Editor(s)
Norris Armstrong (narmstro@uga.edu)
Associate Professor
University of Georgia, Athens, GA United States
Amy Cheney (cheneyal@appstate.edu)
Professor
Appalachian State University, Boone, NC United States
Colin Chesley (colin.chesley@daytonastate.edu)
Associate Vice President of the College of Health and Public Services
Daytona State College, Daytona Beach, FL United States
Susan Clark (sfclark@vt.edu )
Associate Professor
Virginia Tech, Blacksburg, VA United States
Clare Dannenberg (dannenberg.clare@gmail.com)
Chair of Anthropology/Associate Professor of Linguistic Anthropology
University of Alaska Anchorage, Anchorage, Alaska United States
Susan Epps (EPPS@etsu.edu)
Professor/NCAA Faculty Athletics Representative
East Tennessee State University, Johnson City, TN United States
Alfred Farris (alfred.farris@emory.edu)
Assistant Professor of Physics
Oxford College of Emory University, Atlanta, GA US
William Flora (floraw@etsu.edu)
Associate Professor / Department Chair
East Tennessee State University, Johnson City, TN United States
Gavin Frome (gf0851a@american.edu)
Instructional Design Consultant
American University, Washington, DC United States
Lilia Gomez-Lanier (lglanier@uga.edu; lanierfam4@comcast.net)
Assistant Professor
University of Georgia, Athens, GA United States
Cara Gormally (cara.gormally@gallaudet.edu)
Assistant Professor
Gallaudet University, Washington, DC United States
Brian Higgins (brian.higgins@uky.edu)
Assistant Professor
University of Kentucky College of Medicine, Lexington, KY United States
Angela Jaap (a.jaap@rcs.ac.uk)
Lecturer in Professional Learning and Coordinator of PGDE (Music)
Royal Conservatoire of Scotland, Glasgow, Scotland
Kiho Kim (kiho@american.edu)
Professor and Executive Director, Center for Teaching, Research & Learning
American University, Washington, DC United States
Colleen M. Kuusinen (ckuusinen@umass.edu)
Educational Developer
University of Massachusetts, Amherst, Athens, GA United States
Stephen Daniel Looney (sdl16@psu.edu)
Teaching Professor of Applied Linguistics, ITA Program Director
Pennsylvania State University, University Park, PA United States
Laura Lubin (lubin@american.edu)
Assistant Director, Faculty Support
American University - Kogod School of Business, Online Programs, Washington, DC United States
Danielle Lusk (dlusk@vt.edu)
Associate Director, CIDER
Virginia Tech, Blacksburg, VA United States
Bashar Malkawi (bmalkawi@gmail.com)
Global Professor of Practice in Law
James E. Rogers College of Law, University of Arizona, Tucson, AZ United states
Kate McConnell (mcconnell@aacu.org)
Assistant Vice President for Research and Assessment
American Association of Colleges and Universities, Washington, DC United States
Michael McEwan (Michael.McEwan@glasgow.ac.uk)
University Teacher
University of Glasgow, Glasgow, Scotland
Hyeri Park (hyeri@uga.edu)
Doctoral student
University of Georgia, Athens, GA United States
Roshini Ramachandran, Ph.D. (rramachandran@teaching.ucla.edu)
Academic Administrator for Curricular Review and Revision
University of California Los Angeles, Los Angeles, CA United States
Reuben Rose-Redwood (redwood@uvic.ca)
Associate Professor
University of Victoria, Victoria, British Columbia Canada
CindyAnn Rose-Redwood (cindyann@uvic.ca)
Assistant Teaching Professor
University of Victoria, Victoria, British Columbia Canada
John Schramski (jschrams@uga.edu)
Associate Professor
University of Georgia, Athens, GA United States
Keke Schuler (keke.schuler.ctr@usuhs.edu)
Research Psychologist
Center for the Study of Traumatic Stress, , United States
Eric Schuler (eschuler@american.edu)
Quantitative Research Methodologist
American University, , United States
Laura Sujo-Montes (Laura.Sujo-Montes@nau.edu)
Professor, Educational Technology
Northern Arizona University, Flagstaff, AZ United States
Paul Suttles (psuttles@uga.edu)
Systems Administrator, Center for Teaching and Learning
University of Georgia, Athens, GA United States
Tilisa Thibodeaux (tilisa.thibodeaux1@gmail.com)
Assistant Professor
Lamar University-Digital Learning and Leading, Beaumont, Texas United States
Journal Metrics

The metrics for IJTLHE demonstrate the quality of the journal, from review time and acceptance rate to impact factor and h-index. The acceptance rate and review time are updated dynamically, while the impact factor and h-index is updated semi-annually.

Acceptance Rate

15% over the past 5 years
18% overall

Average Review Time

42 days over the past 5 years
63 days overall

Impact Factor

TBD

H-Index (SJR)

TBD

Open Access

IJTLHE is and has been a fully open access journal since 2005, which means that all content is freely available under an open access license (CC BY 4.0). without charge to the user or their institution. In using "open access," we mean:

  1. anyone can copy and redistribute the material, with attribution, in any medium or format;
  2. anyone can remix, transform, and build upon the material for any purpose, even commercially; and,
  3. no fees are required for open access status in IJTLHE.
Acceptance Rate
15%
Review Time
42 Days
Article Downloads
1,233,254
Open Access
since 2005
Acceptance Rate & Review Time
Are 5-Year Averages
Latest Published Articles
Instruction Article
Using an Applied Geophysical Imaging Course to Enhance Quantitative Reasoning and Problem-Solving Skills for Environmental Geography Students
Zume, J.
Research Article
Examining the Digital Professor’s Use of Technology and the Required Support
Guilbaud, T. , Martin, F. , Polly, D.
Research Article
Education and Career Skills Acquired During a Design Internship
Bender, D.
Instruction Article
Open versus Traditional Textbooks: A Comparison of Student Engagement and Performance
Chang, I.
Research Article
Examining the Benefits Associated with Implementing an Active Learning Classroom among Undergraduate Students
Allsop, J. , Young, S. , Nelson, E. , Piatt, J. , Knapp, D.
Instruction Article
Workshopping Essay Structure: A Hollywood-Inspired Classroom and Online Model
Larsen, M.
Editor's Choice Articles
2015
Collaborative Note-Taking: The Impact of Cloud Computing on Classroom Performance
Orndorff, H.
2013
What Was Your Best Learning Experience? Our Story About Using Stories to Solve Instructional Problems
Dunlap, J. , Lowenthal, P.
2012
Educating the Disagreeable Extravert: Narcissism, the Big Five Personality Traits, and Achievement Goal Orientation
Monahan Watson, J.
2012
The Classroom is Alive with the Sound of Thinking: The Power of the Exit Slip
Leigh, S.
2008
The 3 P's of Pedagogy for the Networked Society: Personalization, Participation, and Productivity
McLoughlin, C. , Lee, M.
2008
The Application of Differentiated Instruction in Postsecondary Environments: Benefits, Challenges, and Future Directions
Santangelo, T. , Tomlinson, C.
Most Emailed Articles
2014
Enhancing Educators’ Skills for Promoting Critical Thinking in Their Classroom Discourses: A Randomized Control Trial
Gul, R. , Khan, S. , Ahmad, A. , Cassum, S. , Saeed, T. , Parpio, Y. , Profetto-McGrath, J. , Schopflocher, D.
2012
The Intricate Relationship Between Motivation and Achievement: Examining the Mediating Role of Self-Regulated Learning and Achievement-Related Classroom Behaviors
Rotgans, J. , Schmidt, H.
2005
Self-Regulation in Academic Writing Tasks
Hammann, L.
2006
"I Fight Poverty. I Work!" : Examining Discourses of Poverty and their Impact on Pre-Service Teachers
Mulvihill, T. , Swaminathan, R.
2006
Lesson Study as a Model for Building Pedagogical Knowledge and Improving Teaching
Cerbin, W. , Kopp, B.
2010
Course Grades, Quality of Student Engagement, and Students' Evaluation of Instructor
Culver, S.
Experience
Learning
Teaching
Research
IJTLHE Authors Span the Globe
Afghanistan, Algeria, Argentina, Australia, Austria, Azerbaijan, Bahrain, Bangladesh, Barbados, Belgium, Bhutan, Bolivia, Botswana, Brazil, Brunei, Bulgaria, Cambodia, Canada, Cayman Islands, Chile, China, Colombia, Croatia, Cyprus, Czech Republic, Denmark, Ecuador, Egypt, Eritrea, Ethiopia, Fiji, Finland, France, Gabon, Gambia, Gemany, Germany, Ghana, Greece, Hong Kong, India, Indonesia, Iran, Iraq, Ireland, Israel, Italy, Jamaica, Japan, Jordan, Kazakhstan, Kenya, Kuwait, Latvia, Lebanon, Macedonia, Malaysia, Maldives, Malta, Mauritius, Mexico, Morocco, Namibia, Nepal, Netherlands, New Zealand, Nigeria, Norway, Oman, Other, Pakistan, Palau, Panama, Philippines, Poland, Portugal, Puerto Rico, Qatar, Rwanda, Saudi Arabia, Scotland, Sheffield Hallam University, Singapore, Slovak Republic, Slovenia, South Africa, South Korea, Spain, Sri Lanka, Sweden, Switzerland, Syria, Taiwan, Tanzania, Thailand, Trinidad-Tobago, Tunisia, Turkey, U.S. Virgin Islands, Uganda, United Arab Emirates, United Kingdom, United Kingdon, United States, Uruguay, Uzbekistan, Vanuatu, Vietnam, Wales, Zambia, Zimbabwe,
The International Journal of Teaching and Learning in Higher Education is licensed
under a Creative Commons Attribution 4.0 International License.
All images courtesy of unsplash.com.